By now many of you will be considering what you will be teaching for the new GCSE units, which are launching in September 2016. The less fortunate of you may even be teaching them already, despite the fact the specification documents are still in draft; but that is an issue for another day. One thing you will certainly have noticed if you have begun the process of choosing already, is that there are now an extra two units for students to cover in their two (or three!!) years. To recap, students now have to study:

Content from 3 different periods of time: Medieval, Early Modern, and Modern

A breadth study which covers all three of these periods

A period study which tells an unfolding narrative

A British depth study which can come from any period

A World depth study which cannot come from the same period as the British one

A study of the historic environment

So far, so complex. In reality what this means is that most GCSEs are asking students to study five different historical periods or issues in the time they used to study three. This effectively means a term per topic if you want to leave time for revision. Clearly this puts a huge focus on students learning a significant (although not overbearing in some of the better specifications) amount of content.

One of the most important tasks for history departments over the next few months will be narrowing down and choosing which specification best fits your students, expertise, interests and (sadly) resources (again, I might make this a future blog). Once you have decided on a suitable route, you can then think about mapping out how you will cover each of the units in the 10-12 weeks allocated by the new specification materials. This is also a good way to test specifications as some certainly have an awful lot of content to cover! I have already written about the process of unit planning for the new A Level HERE and HERE, highlighting the importance of excellent subject knowledge in planning meaningful units. I will not repeat that, but if you are considering issues of planning for GCSE then these posts would be a good starting point.

The one worry I hear a lot with the revised GCSE, is that it demands a lot of content knowledge and may be inaccessible for weaker students. I therefore want to spend the rest of this post exploring these claims and considering how we might respond as history teachers who want every child to be able to access and enjoy really great history.

Over the last two days I have been writing an account of what happened during one of the most stressful school trip experiences of my teaching career. Yesterday I focused on the challenge of keeping calm and relinquishing some aspects on control. In this final blog I hope to look at those areas where the team and I were able to play a more active role in events.

Working with support​As I have already noted, one of the most amazing parts of the whole experience was just how co-ordinated the emergency response was. As soon as we had established the condition of students in each of the seven hospitals I endeavoured to speak with each of the representatives from the emergency response teams: Red Cross, Police, Coastguard, Public Health, Youth Hostel and so on. In doing this I was able to work out what their remit was and therefore know which aspects of our case were being dealt with effectively. On the first night for example it was clear that our immediate medical needs were being addressed and that the physical needs of food and shelter for the well students were also covered. I was also able to establish that nobody would be checking on the status of students in hospital and of course no-one would be contacting school. We were therefore able to access the hostel’s phones and focus on these tasks, allowing the emergency services to deal with the rest. By midnight we had therefore communicated the situation clearly back to school.

On the Tuesday, further support was provided by the local police to coordinate returning students to the hostel and booking well students a crossing back to the UK with P&O. Again, this freed up time for staff to see to students’ more immediate needs such as eating breakfast and lunch and getting clothing and other items for them. It also gave us an opportunity to check all students still had their passports and other key documents. ​School were of course vital in supporting us. When we lost two members of staff the previous night I requested and was given two support staff who came from England overnight to join us on the Monday. They also brought a car which was extremely helpful in visiting the students. Again, the choice seemed somewhat overkill at 7pm on Monday but by Tuesday morning I was extremely glad of the extra support. The one recurring question I was asked by the emergency staff throughout was what I wanted to happen. We decided early on, after discussions with school, that our main aim was to get students home as soon as possible, as long as this was safe and in their best interests. Therefore, the decisions made by the emergency services helped us to achieve this long term goal. It is well worth considering what your long term goals are for a situation early-on, as this will determine many of your options. One example is that the coach company offered to drive us to a second crossing at Calais. However, as I was not convinced the driver was fit or safe to drive, I opted to spend the night in Belgium. As it turns out, the Calais crossing would have denied us access anyway, but here my overarching imperative for student safety and welfare overrode the possibility of getting them home sooner. It was, in hindsight, the correct call.

​Yesterday I began a series of blogs about my recent experiences dealing with a serious situation on a school trip. I covered aspects of preparation and reflected on how these helped us to cope with the emergency when it arose. Today I want to focus a bit more on the ins and outs of dealing with the situation on the ground. So much of what happened occurred so rapidly that it is worth knowing what you might expect to encounter. Similarly, many of these events happened simultaneously, so it would also be worth considering how you might delegate tasks if you were, God forbid, to find yourselves in a similar situation.

Accepting Your LimitsAs a trip leader I like to be in control of everything. I plan to the nth degree, providing colleagues with detailed itineraries and regular updates throughout the trip. I like to know who is going where and when, and to have a clear chain of responsibility with group leaders reporting back to me. This is how I feel comfortable.

As soon as the ambulances arrived in the port, we were faced very quickly with a key decision: to try and control the whole situation or to relinquish some control and focus on other areas. In this instance there was little time to confirm with school. As more and more students began to fall ill, keeping up with who was being taken away became extremely difficult, especially with diminishing numbers of staff. I was forced to confirm and accept that the paramedics would give me a full list of all the people who had been taken. Once I had been given the assurance that every student would be assigned to a specific hospital and that a list would be given to me, I was able to partially let go and focus on other issues. Throughout the next two hours I continued to liaise with the paramedics and confirmed multiple times that I would get lists. This made communication back to school tricky, as we were unable to provide a definitive list of students for a time, however it was necessary for the emergency crews to complete their jobs effectively, and to ensure that the other students were being looked after.

With the paramedics working with those who were ill, we shifted our attention to ensuring that students were aware of what was happening and that they did not panic. There were also practical issues to deal with such as access to toilets, stopping children from getting cold, and ensuring that luggage was in the right place to travel on to our hostel for the remainder. Again, having really good support meant that all these issues were dealt with, even to the point of staff collecting errant passports and EHIC cards, something which might have created chaos later. Eventually I was given the list of students with their associated hospitals. We made multiple copies of this and used it as our master document for all updates.

The situation was similar once the remaining students were transferred to a local hostel. Fifteen or so Red Cross volunteers helped to register and administer to sick students as they arrived. Remaining staff supported in keeping students calm and getting them to rooms. I ensured I was part of the registration process so that I knew who had arrived in the hostel. I therefore had a clear list of those who were well and based in the hostel and those who were sick and in hospital. Keeping and updating a single copy of these lists proved very important three more students fell ill during registration, requiring two more members of staff be sent to hospitals with them.

So here is the scenario: You are leading a school group back home after a successful residential visit abroad. As you arrive at the ferry port, forty of your students and four members of staff fall ill. The ferry company refuse to let you travel. What do you do?

Any thoughts? Until recently, I would probably have laughed at such an outlandish proposition as being even vaguely plausible. Still, life brings nothing if not experiences and a good slice of humble pie. The scenario outlined above is now a staple one for the local authority in its trip leader training and one which I ended up having to manage on the ground.

Let me say this now, if you are running a school trip and want to choose a country for over half of your students and staff to fall ill, make it Belgium, the emergency response is outstanding! Coordinated services, clear communication, and everyone bending over backwards to be of assistance. When our history battlefields trip party fell victim to an outbreak of illness last week, every single agency we worked with in Belgium was absolutely fantastic. From the staff in the ferry terminal, to paramedics and police, right through to staff in the youth hostel. We could not have asked for more in terms of care and compassion. All of this, coupled with students who dealt bravely with the crisis and the support of my own amazing colleagues, meant that all students were eventually returned home safely.

For those of you who missed the news headlines, a little extra detail. Recently, I was leading our annual battlefields tour of eighty students and eight staff . It was set to be a 5 day tour of the battlefields of Flanders and the Somme. Days 1 to 3 were brilliant, amazing students and real interest in the history. But on day 4 unexpected problems struck. By 11pm on our final full day in Belgium I had 45 students, 4 staff and 1 driver in 7 hospitals all across northern Belgium.

Despite the fact we all got home safely, a situation like this is every teacher's worst nightmare! However, the purpose of this blog is not to reflect on the details of what happened, the newspapers have already covered that angle, rather to reflect on the issues that arose for us as teachers during the two days. Hopefully I will be able to offer some thoughts on what helped and hindered us in the process of getting our kids back home. ​